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Title: An evaluation of Early Grade Reading Assessment in Namibia

Title: An evaluation of Early Grade Reading Assessment in Namibia. SAAEA Conference: 19 – 22 May 2019 Gaborone, Botswana. Eino Haifidi ( eheavydy@gmail.com ) Directorate of National Examinations and Assessment: MoEAC, Windhoek, Namibia. EG R A. Outline. What is EGRA ?

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Title: An evaluation of Early Grade Reading Assessment in Namibia

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  1. Title: An evaluation of Early Grade Reading Assessment in Namibia SAAEA Conference: 19 – 22 May 2019 Gaborone, Botswana EinoHaifidi (eheavydy@gmail.com) Directorate of National Examinations and Assessment: MoEAC, Windhoek, Namibia EGRA

  2. Outline • What is EGRA ? • Purpose of EGRA • EGRA application in Africa • Background of EGRA in Namibia • What prompted EGRA in Namibia? • SACMEQ Countries • The Namibian EGRA tool • Funding of EGRA • EGRA Pilot • EGRA Intervention Strategy • Achievements • Challenges in the implementation process • Recommendations • Conclusion

  3. 1. What is EGRA? • Early Grade Reading Assessment (EGRA) is a one-on-one reading assessment. • The EGRA concept was developed in the United States in 2006. • EGRA is now being used in over 70 countries and in more than 120 languages worldwide.

  4. 2. Purpose of EGRA • To diagnose strengths and weaknesses in early reading. • To provide immediate feedback to the educators. • To update educators and parents on the status of reading of their children. • To provide information for teachers upon which to base their planning.

  5. 3. EGRA Application in Africa 01. Egypt 02. Ethiopia 03. Kenya 04. Uganda 05. Malawi 06. Zambia 07. South Africa 08. DRC 09. Ghana 10. Rwanda 11. Liberia 12. Mali 13. Mozambique 14. Madagascar 15. Nigeria 16. Sierra Leone 17. Senegal 18. Gambia 19. Tanzania 20. Namibia

  6. 4. Background of EGRA in Namibia • EGRA was introduced in Namibia in 2012. • Piloted in three languages. • In three different regions (Hardap, Kavangoand Oshikoto). • Now available in six languages. (Khoekhoegowab, Oshindonga, ESL, Rukwangali, Oshikwanyama & Otjiherero).

  7. 5. What prompted EGRA in Namibia? • Vision 2030 - calls for equitable social development. • MoEAC strategy on the development of early literacy to lay a strong foundation reading to avoid gaps in learning. • The poor literacy outcomes for Namibia in the Southern and Eastern Africa Consortium for Monitoring Educational Quality project three (SACMEQ III – 2010) report.

  8. 6. SACMEQ Countries

  9. 7. The Namibian EGRA tool • Consists of five subtasks: • Phonemic awareness (for sound discrimination - auditory) • Phonics (linking sounds to letters/symbols to form a letter sound – visual & auditory) • Non-word reading (develop fluency) • Passage reading (develop vocabulary) • Comprehension questions (understanding) • All the subtasks are timed (1 minute), except the phonemic awareness and the comprehension subtask.

  10. 8. Funding of EGRA • The EGRA project was co-funded by the two organisations: • Education Development Trust (formerly known as the Centre for British Teachers [CfBT] Education Trust). • The Education Training Sector Improvement Programme (ETSIP) within the MoEAC.

  11. 9. The EGRA Pilot • The EGRA pilot was conducted from January 2012 to May 2012. • The main objective of the pilot was to develop the EGRA Namibian tool. • The EGRA tools were developed by the National Institute of Educational Development (NIED).

  12. The pilot report concluded with a list of recommendations guiding the EGRA programme into the future. • The development of the EGRA tools in all languages • The administrators’ training • The field testing • The intervention strategy

  13. The pilot outcomes further indicated that; • learners who attended pre-primary school produce better results than their peers. • Girls perform better in early literacy than boys. • Generally, all regions indicated the need for improved literacy teaching focusing on comprehension.

  14. 10. EGRA Intervention Strategy • The objectives of the intervention were to ensure that; • The literacy teaching manuals were developed in all curriculum languages. • Learners enter the system with the pre-requisite literacy learning readiness in the JP phase.

  15. 11. Achievements • The EGRA pilot and field testing were successfully done. • The Namibian EGRA tool developed in six languages. • EGRA tools developed in the 5 local languages where Namibia is among the first few countries to do so. • Findings from the pilot shared with the regions. • Literacy teaching manuals were developed in all curriculum languages for the intervention strategy.

  16. The EGRA pilot findings guided the 2013/14 JP curriculum review which was implemented in 2015. • The EGRA implementation conceptual framework is developed.

  17. 12. Challenges in the implementation process • EGRA tools are yet to be developed in the remaining seven curriculum languages. • EGRA tools developed in six languages are yet to be fully disseminated to the relevant regions/schools. • EGRA tool is not equivalent to a particular grade. • The literacy teaching manuals are yet to be disseminated to regions/schools.

  18. 13. Recommendations • EGRA tools to be developed in 7 languages remaining. • EGRA tools to be disseminated to all the regions countrywide. • The EGRA tool should be reviewed in order to be equivalent to a particular grade. • The literacy teaching manuals should be disseminated to regions/schools. • EGRA assessment should be used at the JP phase to monitor literacy teaching at the foundation level in Namibia.

  19. 14. Conclusion • Assessments are important for measuring learning and for knowing whether the education system is producing the desired results for learners. • Without effective assessment it is impossible to know whether learners are learning, as well as knowing if the curriculum reviews are working. • “Assessment goes to the heart of what matters in education: not just enrollment and completion rates, but the ultimate goal of student learning” (Marguerite Clarke, p. 1, 2012).

  20. Thank you • Questions and Comments….. EGRA

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